Students should be able to:
(i) state that average density of objects (in relation to the density of the liguid) determine the degree of floatation of the object.
(ii) show an appreciation on the application of the above principle in real-life such as submarine
(iii) predict whether objects sink or float using the concept of density
Instructional Strategies:
(Getting students to pose questions based on observation.)
1. Get students to watch the following video of a simple demonstration.
2. Create a discussion forum for students to post questions and comments based on the video. Discuss how the submarine is made to float and sink
(Steps 1 & 2 to be set as homework.)
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3. Teacher to read through the discussion forum and get relevant questions and comments (in relation to the LOs) to be used in class.
(Collaborative learning.)**
4. Using collaborative concept-mapping tool, get students to contribute to the concept map in class.
5. Divide students in groups of 5 members and get them to create a wiki page to answer the following:
(i) Why does the same piece of plasticine sink and float in the same pail of water?
(ii) Suggest an experiment to prove your explanation to the above question.
(iii) Can you think of an example in real-life that needs to sink or float depending on situation?
Do you think you can explain the working principle behind your example?
(In doing the wiki, students can refer to the collaborative concept-map as guide and/or knowledge source.
Teacher should refrain from "correcting" the concept-map so as to allow students to practise assessment and judgement.)
6. Teacher can do a simple demonstration in class to get students to think further. Using two oranges, one with its skin intact, the other withthe skin peeled. Ask the students if the oranges would sink or float. Elicit answers before dropping both oranges into a pail of water. [Orange with its skin intact should float, the other would sink]
Ask students to explain why this happens and how it relates to the topic of density.
7. Student use E-learning platform of school (eg AsknLearn, Litespeed, Lead, etc) to answer MCQs. Teacher to further assess their understanding based on answers given.
Thinking Skills:
1. Ability to ask "why" questions for Steps 1 & 2.
2. Forming linkages between ideas for Step 4.
3. Assessment and evaluation of knowledge for Steps 4 & 5.
ICT tools and their value-add for teaching and learning (affordance):
1. Self-paced learning (for Steps 1 & 2).
2. Collaborative learning (for Steps 4 & 5).
3. Assessment for Learning when assessing the relevance and accuracy of peers' contributions (Step 5).
4. Capacity for students to create end-products easily to demonstrate their learning and understanding within their comfort zone (for e.g., graphics for the visual learners, video demonstration for the kinestatic learners etc.)
Members of Group 5
1) Lee Lian Siong - St. Gabriel's Sec School
2) Emerson Foo - Gan Eng Seng School
3) Tong Liying - CHIJ Katong Convent
4) Florence Ng - Mayflower Sec
Sec 3 EXP/NA Physics
(iii) predict whether objects sink or float using the concept of densityLearning Outcomes:
Students should be able to:
(i) state that average density of objects (in relation to the density of the liguid) determine the degree of floatation of the object.
(ii) show an appreciation on the application of the above principle in real-life such as submarine
Instructional Strategies:
(Getting students to pose questions based on observation.)
1. Get students to watch the following video of a simple demonstration.
Demonstration_1(WMV).wmv
2. Create a discussion forum for students to post questions and comments based on the video. Discuss how the submarine is made to float and sink
(Steps 1 & 2 to be set as homework.)
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
3. Teacher to read through the discussion forum and get relevant questions and comments (in relation to the LOs) to be used in class.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
(Collaborative learning.)**
4. Using collaborative concept-mapping tool, get students to contribute to the concept map in class.
5. Divide students in groups of 5 members and get them to create a wiki page to answer the following:
(i) Why does the same piece of plasticine sink and float in the same pail of water?
(ii) Suggest an experiment to prove your explanation to the above question.
(iii) Can you think of an example in real-life that needs to sink or float depending on situation?
Do you think you can explain the working principle behind your example?
(In doing the wiki, students can refer to the collaborative concept-map as guide and/or knowledge source.
Teacher should refrain from "correcting" the concept-map so as to allow students to practise assessment and judgement.)
6. Teacher can do a simple demonstration in class to get students to think further. Using two oranges, one with its skin intact, the other withthe skin peeled. Ask the students if the oranges would sink or float. Elicit answers before dropping both oranges into a pail of water. [Orange with its skin intact should float, the other would sink]
Ask students to explain why this happens and how it relates to the topic of density.
7. Student use E-learning platform of school (eg AsknLearn, Litespeed, Lead, etc) to answer MCQs. Teacher to further assess their understanding based on answers given.
Thinking Skills:
1. Ability to ask "why" questions for Steps 1 & 2.
2. Forming linkages between ideas for Step 4.
3. Assessment and evaluation of knowledge for Steps 4 & 5.
ICT tools and their value-add for teaching and learning (affordance):
1. Self-paced learning (for Steps 1 & 2).
2. Collaborative learning (for Steps 4 & 5).
3. Assessment for Learning when assessing the relevance and accuracy of peers' contributions (Step 5).
4. Capacity for students to create end-products easily to demonstrate their learning and understanding within their comfort zone (for e.g., graphics for the visual learners, video demonstration for the kinestatic learners etc.)
Members of Group 5
1) Lee Lian Siong - St. Gabriel's Sec School
2) Emerson Foo - Gan Eng Seng School
3) Tong Liying - CHIJ Katong Convent
4) Florence Ng - Mayflower Sec